Browsing by Author "Muthee, Jessina"

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    Analysis of Predictors of Behaviour Change among Children at Risk in Juvenile Rehabilitation Centres in Nairobi County, Kenya
    (International Institute of Science, Technology and Education, 2016) Rintaugu, James Muthomi; Muthee, Jessina
    The aim of this study was to analyse predictors of behaviour change among children at risk in juvenile rehabilitation centres within Nairobi County, Kenya. The target population was all the children and managers of Juvenile rehabilitation Centres in Nairobi County. This consisted of 380 boys, 160 girls, 8 managers in Kabete and Getathuru and 4 managers in Dagorreti rehabilitation Centre, all adding up to 552 respondents. Children at risk in Juvenile rehabilitation Centres within Nairobi County were sampled using probability and non-probability sampling techniques. To obtain a manageable sample from the target population, convenience, purposive, stratified random and systematic random sampling techniques were used respectively. Questionnaires, interview schedules and focus groups were used in the study as tools for data collection. Data collected was entered, coded and analyzed using inferential statistics and SPSS. The qualitative data was organized, analyzed and reported into emerging themes. The study found out that rehabilitation of children at risk in Juvenile rehabilitation Centres was not adequately addressed and it was only those children with severe and profound cases whose misbehaviours transformed to moderate levels. Educationists were left out during assessment, classification, referral and exit stages despite their rich expertise in rehabilitation. The analysis of determinants scored below average in terms of behaviour change. Among the predictors, Special needs intervention measures did not exist irrespective of the fact that more than ninety percent of children had special cases. Environment was not barrier free while majority of the staff were untrained in professional courses regarding behaviour change. The researcher recommended that all the staff of Juvenile Rehabilitation Centres to undergo training in Special Needs Education. That all the Juvenile Rehabilitation Centres be moved from Ministry of Labour and Social Services and be placed under the Ministry of Education which has adequate personnel required to rehabilitate a child.
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    Assessing the Extent of Integration of Information Communication Technology in Rehabilitation Schools for Learners with Emotional and Behavioural Difficulties in Nairobi County, Kenya
    (European Journal of Special Education Research, 2025) Grenzer, Psirmoi; Murugami, Margaret; Muthee, Jessina
    The purpose of this study was to assess the extent of Integration of Information Communication Technology in Rehabilitation Schools for Learners with Emotional and Behavioural Difficulties in Nairobi County, Kenya. The Technology Pedagogy and Content of Knowledge (TPACK) model by Mishra and Koehler (2006) guided the study. A mixed-methods research design was employed. The study targeted 17 computer teachers and 114 learners with prior knowledge of ICT in two rehabilitation schools: Kabete and Dagoretti Girls. The researcher employed a purposive sampling technique to select teachers and 57 learners, translating into 66 participants. Data was collected using questionnaires for teachers and questionnaires for learners. The pilot study was done in a rehabilitation school in Kiambu County. Expert judgment was also used in the research instruments to enhance the validity. The reliability of the research instruments was calculated using Cronbach's Alpha, and the results showed that the teachers' and learners' questionnaires had correlation values of 0.81 and 0.79, respectively. The collected data were both qualitative and quantitative. The quantitative data were summarized in descriptive statistics using Statistical Package for Social Science (version 28.1). This involved summation, calculating frequencies and percentages, and determining the mean and standard deviation. Measures of central tendency helped show the trend, while measures of variance, such as standard deviation, helped show dispersion in the data. Qualitative data collected from the open-ended questions in the questionnaires were subjected to content analysis and were summarized thematically. The findings revealed that while a substantial percentage of teachers have received training in ICT, there are still significant gaps in the actual implementation and integration of these technologies in the classroom. The study revealed that teachers generally possess positive attitudes toward the use of ICT, recognizing its potential to enhance learning outcomes for students with emotional and behavioral disorders. The study concludes that the lack of adequate infrastructure, tailored training, and consistent administrative support are significant barriers that need to be addressed to fully realize the potential of ICT in enhancing the learning experiences of students with emotional and behavioural disorders. It was recommended that the Ministry of Education, in collaboration with other stakeholders, prioritize resource allocation to rehabilitation schools to ensure adequate access to ICT infrastructure.
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    Assessment on Challenges Teachers Faced in Managing Learners with Selected Behavior Disorders in Primary Schools in Thika Sub-County, Kiambu County, Kenya
    (Online International Interdisciplinary Research Journal, 2015) Gathua, Joseph; Muthee, Jessina; Murugami, Margaret; Tesfu, Tekle
    The area under study up surge in problem behavior disorders among learners and this affect their academic performance. The purpose of this study was to assess the challenges teachers faced in their endeavors to manage learners with Emotional and Behavior Disorders (EBDs) in primary schools in Madaraka zone. The study objectives were to investigate challenges teachers faced in managing learners with selected behavior disorders, to confirm the presence of learners with conduct disorder, opposition defiant disorder and anxiety depression disorder in schools under study and to determine the performance of learners with selected disorders academically and in class behaviors. To describe the situation as it existed, the study used descriptive research design. Simple random sampling was done to select four schools and a sample size of 30 class seven teachers was selected through purposive sampling. Data from the research instruments was analyzed and presented descriptively. The study revealed that the most serious challenges the teachers faced in managing learners with EBDs was high enrolment/ overcrowded classrooms and lack of specialized training. The study recommends that inservice training for teachers be done with a view of building capacity to face the challenges with the EBDs, that Kenya Institute of Curriculum Development to give guidelines on behavior disorder management
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    Determination of Sequence of Behaviour Change among Children at Risk in Juvenile Rehabilitation Centres in Nairobi County, Kenya
    (International Institute of Science, Technology and Education, 2016) Muthomi, Rintaugu James; Muthee, Jessina
    The aim of this study was to determine sequence of behaviour change among children at risk in juvenile rehabilitation centres within Nairobi County, Kenya. The target population was all the children and managers of Juvenile rehabilitation Centres in Nairobi County. This consisted of 380 boys, 160 girls, 8 managers in Kabete and Getathuru and 4 managers in Dagorreti rehabilitation Centre, all making a total of 552 respondents. Children at risk in Juvenile rehabilitation Centres within Nairobi County were sampled using probability and non-probability sampling techniques. To obtain a manageable sample from the target population, convenience, purposive, stratified random and systematic random sampling techniques were used respectively. Questionnaires, interview schedules and focus groups were used in the study as tools for data collection. Data collected was entered, coded and analyzed using inferential statistics and SPSS. The qualitative data was organized, analyzed and reported into emerging themes. The study found out that rehabilitation of children at risk in Juvenile rehabilitation Centres was not adequate. Educationists were left out during assessment, classification, referral and exit stages despite their rich expertise in rehabilitation. The analysis of programmes applied scored below average in terms of behaviour change. Transitional programmes were inadequate. The researcher recommended a multidisciplinary team in Educational Assessment and Referral Centres before entry into the regular schools. That all the Juvenile Rehabilitation Centres be moved from Ministry of Labour and Social Services and be placed under the Ministry of Education which has adequate personnel required to rehabilitate a child
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    Effects of Curriculum on Transition to the World of Work for Learners with Intellectual Disability in Special Schools of Nakuru County, Kenya
    (Academic Hosting & Event Management Solutions, 2018) Maina, Hannah Njeri; Muthee, Jessina; Murungi, Catherine Gakii
    The purpose of the study was to investigate transition plans in the curriculum of learners with intellectual disability in special schools in Nakuru County, Kenya. The researcher adopted the Piaget’s theory that deals with the nature of knowledge itself and how human beings acquire, construct, and use it. The study was conducted at Nakuru Hills and Pangani Special Schools for the learners with intellectual disability in Nakuru County. The target population was teachers and parents of learners with intellectual disability in public schools. This consisted of a total of two hundred and twenty eight respondents where there were 2 Head teachers, 30 teachers, and 196 parents. The sample consisted of thirty two (2 head teachers, 10 teachers and 20 parents) for the study. The researcher conducted a purposive sampling of schools and head teachers and simple random sampling of the teachers and parents for equal chances of inclusion in the sample. The quantitative data collected was analyzed using simple descriptive statistics by percentages. The main findings were that a curriculum existed though with inadequate teaching and learning resources aimed at preparing the learners for life after school, majority of the teachers teaching in those schools were not specially trained in the area of intellectual disability and lacked an inter disciplinary transition teams in the schools. The study recommends that the government through the Ministry of Education, Science and Technology, pay attention to current and future needs of learners with intellectual disability to enable them transit from school to work with ease. The major conclusion is that the learners with intellectual disability are inadequately prepared for transition. The study recommends another study be done to investigate government’s involvement in facilitating transition of the learners with special needs and disability in the special schools
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    Impact of Instructional Resources on Mathematics Performance of Learners with Dyscalculia in Integrated Primary Schools, Arusha City, Tanzania
    (International Institute of Science, Technology and Education, 2016) Nyudule, Yusta; Karugu, Geoffrey; Muthee, Jessina; Tekle, Tesfu
    Learners with dyscalculia in the integrated primary schools in Arusha have been performing poorly in the Primary School Leaving Examination (PSLE). Thus, the journal sought to investigate the impact of instructional resources on mathematics performance of learners with dyscalculia in integrated primary schools found in Arusha city, Tanzania. The main objective of the study were to identify types of instructional resources used by teachers who teach mathematics in integrated schools and to find out the adequacy of instructional resources used to teach Mathematics in integrated schools. The study employed a descriptive design, which was involved with generalized statistics that were abstracted from respondents. The target population was 92 respondents who included head teachers and subject teachers from four schools. A sample size of 52 respondents was obtained through the use of purposive sampling. A questionnaire was used as a major data collection instrument that was administered to head teachers and teachers, and a screening tool checklist complemented it. Data analysis was done manually and computed using Statistical Package for Social Sciences (SPSS). Descriptive statistics was applied to present the findings. The findings revealed that graphic and realia resources to be the most commonly used by teachers. The study also established that all the five main types of instructional resources namely audio, visual, audio-visual, graphic and realia resources were either inadequate or lacking. The study recommends that Government should provide computers and computer software, mathematic kit, radio cassettes and tape recorders which are vital instructional materials in primary schools to enhance effective teaching and learning mathematics. Also, Ministry of Education and Culture should take responsibility in providing instructional resources to schools.
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    Job Preparedness Constrains among Learners with Intellectual Disability in Nakuru County, Kenya
    (2018) Maina, Hannah Njeri; Muthee, Jessina; Murungi, Catherine Gakii
    The purpose of the study was to investigate preparedness of learners with intellectual disability for transition from special schools to work in Nakuru County, Kenya. The researcher adopted the Piaget’s theory that deals with the nature of knowledge itself and how human beings acquire, construct, and use it. The study was conducted at Nakuru Hills and Pangani special schools for the learners with intellectual disability in Nakuru County. The target population was teachers and parents of learners with intellectual disability in public schools. This consisted of a total of two hundred and twenty eight respondents where there were 2 Head teachers, 30 teachers, and 196 parents. The sample consisted of thirty two (2 head teachers, 10 teachers and 20 parents) for the study. The researcher conducted a purposive sampling of schools and head teachers and simple random sampling of the teachers and parents for equal chances of inclusion in the sample. The quantitative data collected was analyzed using simple descriptive statistics by percentages. The main findings were that transition from school to work in the special schools is not given much attention hence having over aged learners in the school. The study also found out that lack of a inter disciplinary transition teams in the schools and inadequate teaching and learning resources aimed at preparing the learners for life after school hindered proper preparation of the learners for transition. The study recommends that the government through the Ministry of Education, Science and Technology, pay attention to the current and future needs of learners with intellectual disability to enable them prepare to join the world of work with ease. The major conclusion is that the learners with intellectual disability are inadequately prepared for the world of work after their education. The study recommends another study be done to investigate government’s involvement in facilitating job preparedness for learners with special needs and disability in the special schools Key words: Adolescent, Adult, Curriculum, Education, Intellectual disability, Mental retardation, Learner with intellectual disability, Special school, Transition, Vocational skills
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    Predictors of Achievement Motivation Among Kenyan Adolescents
    (Thiruvananthapuram, 2009) Muthee, Jessina; Immanuel, Thomas
    The present study was carried out to investigate the impact of classroom climate, intelligence, home environment and socio-economic status on achievement motivation of standard eight pupils of Nairobi city, Kenya. A proportionate stratified sample of 101 boys and 99 girls constituted the study sample. Both dependent and independent variables were measured using standardized instruments. Analysis of the data using multiple regressions showed that four independent variables, viz., intelligence, classroom climate, living with relatives and number of sisters jointly and significantly contributed to the prediction of achievement motivation of standard eight pupils (R= . 429; P < . 01). The results further indicated that in terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .270, t = 3.986, P < .05), followed by class room climate (Beta = .267, t = 3.965, P <.05), living with relatives (Beta = -.156, t = 2.317, P < .05) and number of sisters at home (Beta = 0.148, t = 2.172, P < .05), in the order of significance.
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    Relationship among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils
    (IGI Global, 2017) Muthee, Jessina; Murungi, Catherine Gakii
    This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.
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    Review of Characteristics of Behaviour Change among Children at Risk in Juvenile Rehabilitation Centres in Nairobi County, Kenya
    (International Institute of Science, Technology and Education, 2016) Rintaugu, James Muthomi; Muthee, Jessina
    The aim of this study was to review characteristics of behaviour change among children at risk in juvenile rehabilitation centres within Nairobi County, Kenya. The target population was all the children and managers of Juvenile rehabilitation Centres in Nairobi County. It consisted of 380 boys, 160 girls, 8 managers in Kabete and Getathuru and 4 managers in Dagorreti rehabilitation Centre, making a total of 552 respondents. Children at risk in Juvenile rehabilitation Centres within Nairobi County were sampled using probability and non-probability sampling methods. To obtain a practicable sample from the target population, convenience, purposive, stratified random and systematic random sampling methods were used respectively. Questionnaires, interview schedules and focus groups were used in the study as tools for data gathering. Data gathered was entered, coded and analyzed using inferential statistics and SPSS. The qualitative data was organized, analyzed and reported into emerging themes. The study established that rehabilitation of children at risk in Juvenile rehabilitation Centres was not sufficiently addressed and it was only those children with severe and profound cases whose misbehaviours transformed to moderate levels. Educationists were left out during assessment, classification and in general, the behaviour change process despite their rich expertise in rehabilitation. The researcher recommended a multidisciplinary approach in behaviour change process. That is in Educational Assessment and classification of children at risk to specifically cater for the Children’s special Needs in Education. That the government of Kenya moves all the Juvenile Rehabilitation Centres from Ministry of Labour and Social Services and be placed under the Ministry of Education which has adequate personnel required to rehabilitate a child.
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    Role of parents in the education of mentally retarded learners in selected schools in Madaraka zone, Kiambu county, Kenya
    (International Institute for Science, Technology and Education, 2016) Gathua, Joseph; Muthee, Jessina
    The purpose of the study was to examine the effects of parent’s involvement in education on the academic performance of the mentally retarded learners in primary schools of selected schools in Thika Municipality, Kiambu County. The objectives of the study was to determine whether cultural beliefs among the parents affects the enrolments of mentally retarded children in the area under study; determine whether the parents teach their mentally retarded children adaptive skills; establish whether the parents of mentally retarded children play their role effectively as far as the education of their children is concerned and to find out whether the parents understand and appreciate the importance of taking their mentally retarded children for assessment. The researcher used descriptive design to collect data. The target population was all parents and teachers of mentally retarded children in the selected schools under study. Purposive sampling was done to select fifty parent and fifty teachers as sample population. Data from the research instruments was sorted, coded and summarized data analyzed using computer software. The major findings of the study was that cultural beliefs, negligence, lack of sensitization and lack of technical skills among the parents and the teachers were the major causes of low enrolment of mentally retarded children in selected schools under study. The study recommended that parents and their siblings should appreciate their little achievement in order to boost their morale. That they should be allowed to interact and socialize with their peers; simulative home environment be provided and an opportunity to learn through special education be provided. Modified curriculum be used by teachers in order to accommodation all the needs of learners with intellectual challenges. Specialized training for teachers should be given by Ministry of Education
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    Socio-demographic Correlates of Academic Achievement Among Kenyan Adolescents
    (Thiruvananthapuram, 2010) Muthee, Jessina; Immanuel, Thomas
    The present study was undertaken to explore the socio-demographic correlates of academic achievement among Kenyan adolescents. A proportionate stratified sample of standard eight pupils (101 boys and 99 girls) were used for the study. The important variables considered in the study were gender, type of school, socio-economic status, and home environment. Statistical techniques like Pearson r and t-tests were used for analyzing the data. The results indicated that almost all the socio-demographic variables, viz., educational status of father and mother, occupational status of father, monthly income of the family, overall socio-economic status of the family, home environment, and number of brothers of the respondents, correlated positively with academic performance. At the same time, occupational status of the mother and number of sisters of the respondents failed to show significant relationship with academic performance. The results oft — tests revealed that there is no gender difference in academic performance, but significant differences existed between public and private schools in percentage of marks obtained by the students.